Tesol Methodology Course

  This video is part of our ESA Methodology series. The ESA methodology consists of three stages. In this series, we look at the individual purposes of each stage and typical activities for each stage. This second video introduces the study phase of ESA. The purpose of this phase is to cover the actual teaching of the lesson and to check the understanding of that material.The second stage or phase of the lesson is known as the study phase and really the purpose of this phase is to cover the actual teaching of the lesson and to check understanding of that material. Typically in an ESA lesson, the study phase will have two parts. The first phase of the study is to cover the actual teaching component in what's known as the board work and what we try to do in the board work phase is to...  [Read more]

  This presentation is going to focus on the ESA methodology of teaching. In our teaching methodologies section, we briefly had a look at what ESA was about, but in this presentation, we're going to look in greater detail about that particular methodology. This particular methodology is accredited to Jeremy Harmer from his "Practice of English language Teaching" book. It's a three-stage methodology and what we're going to do is to look at the purpose of each one of these stages and some typical activities that take place during those stages. So, the first stage is known as the engage and its sole purpose, as the name implies, is to get the students talking and thinking in English. There is no reason whatsoever, when these students come to your class, that they should have said a...  [Read more]

  This particular methodology is known as a straight arrow ESA lesson. If every single lesson that we undertook with our students was a straight arrow ESA lesson then it is quite possible that the students would be able to predict what is going to come up next and whilst this is good for the lower level students, then it could potentially become a little bit boring for our higher level students. So what Harmer did in his ideas about ESA, was to generate two other types of ESA lesson that we can use to try and generate a little bit more interest. So, the other two types of ESA lesson that we can follow: The first is known as a boomerang lesson and the second is known as a patchwork lesson and what we're going to do is to have a look at those other types of ESA lesson in a little bit...  [Read more]

  Our final methodology is accredited to Jeremy Harmer and it's known by the letters ESA. Around 1998, Jeremy Harmer produced a book called "How to teach English" and basically what Harmer did, is a background to this book is to do what we have done today and to work through all of the different methodologies that have come about over the last 300 years. He highlighted for each of those methodologies what was good about it, what was positive and what didn't appear to work and then put all of the positive things into a melting pot and came out with this methodology, which he called ESA. It's a three-stage methodology, where each of the letters represents a particular phase of the lesson. The first one being called the engage phase, the second the study phase and the final one the...  [Read more]

  Before we move on to the final methodology for today, let's just recap and see where we are at this point in time. We're looking at different learning methodologies. Each of those methodologies takes its premise from being somewhere on this particular spectrum of ?nature versus nurture? and where we are on this spectrum gives us a starting point for the background or theory to that particular methodology. So, we?ve had a look starting in the 17th century and the classical method and moving on as the ideas of psychology developed to various methods, such as audiolingualism, the silent way, Suggestopedia and TPR. Each of these showing a development as knowledge about learning increased and each of these takes a different starting point on our English spectrum. Below you can read...  [Read more]

When developing your TESOL teaching methodology, it is essential to consider various components to ensure effective language instruction. A well-rounded methodology encompasses aspects such as language skills, teaching techniques, student engagement, and assessment strategies. First and foremost, your TESOL teaching methodology should include a focus on the four primary language skills: listening, speaking, reading, and writing. Incorporating activities that target each of these skills helps students develop a well-rounded language proficiency. For example, you can include listening exercises, interactive speaking tasks, reading comprehension activities, and writing assignments in your lesson plans. In addition to language skills, teaching techniques play a crucial role in TESOL...  [Read more]

Teaching children and adults in TESOL require different approaches due to their distinct learning styles, motivations, and cognitive abilities. When it comes to teaching methodology, children often benefit from interactive and play-based activities, while adults may prefer a more structured and task-oriented approach. Classroom management strategies also vary, as children may need more visual aids and clear instructions, whereas adults might require a more autonomous learning environment. Motivation and engagement play a crucial role in both age groups, with children responding well to rewards and games, while adults may be more motivated by real-life applications of language. Understanding the nuances of language acquisition in children versus adults is essential for TESOL educators to...  [Read more]

TESOL (Teaching English to Speakers of Other Languages) certification programs are designed to equip individuals with the necessary skills and knowledge to teach English as a second or foreign language. These programs are essential for aspiring ESL (English as a Second Language) teachers looking to enter the field and for current educators seeking professional development opportunities. TESOL certification programs vary in duration, content, and delivery methods, but they typically include key components to ensure that graduates are well-prepared to teach English language learners effectively. 1. Theoretical Foundations: TESOL certification programs often include courses that cover the theoretical foundations of language teaching and learning. These courses may explore linguistics,...  [Read more]

Before your TEFL job interview, it is crucial to research the school and the country where you are applying to teach. Understand the school's mission, teaching philosophy, and student demographics. Familiarize yourself with the culture, customs, and educational system of the country. This will demonstrate your interest and commitment to the position and show that you are prepared and knowledgeable. Familiarize yourself with TEFL methodology and terminology to showcase your understanding of best practices in language teaching. Be prepared to discuss approaches such as communicative language teaching, task-based learning, and the importance of student-centered instruction. Knowing these concepts will not only impress the interviewer but also demonstrate your ability to apply effective...  [Read more]

When choosing a TESOL course that fits your lifestyle and schedule, there are several important factors to consider. First, you should determine whether you prefer an online course or an in-person course. Online courses offer flexibility and convenience as you can study from anywhere with an internet connection, while in-person courses provide a more traditional classroom experience with face-to-face interaction with instructors and classmates. If you opt for an online course, make sure to check the course schedule and requirements to ensure they align with your availability. Some online TESOL courses are self-paced, allowing you to study at your own pace, while others have set deadlines and live sessions that you need to attend. Consider your other commitments such as work or family...  [Read more]

  The Evolution of Task-Based Language Teaching Key Principles of Task-Based Language Teaching Implementing Task-Based Language Teaching in the Classroom Benefits of Task-Based Language Teaching for Students Challenges Faced by Teachers in Task-Based Language Teaching Criticisms of Task-Based Language Teaching Methodology Adapting Task-Based Language Teaching for Different Learners Incorporating Technology in Task-Based Language Teaching Evaluating the Effectiveness of Task-Based Language Teaching Future Trends in Task-Based Language Teaching Task-Based Language Teaching (TBLT) has its roots in communicative language teaching and has evolved as a response to the shortcomings of traditional grammar-focused approaches. It emphasizes the importance of real-world language use and...  [Read more]

When choosing a TESOL course that aligns with your career objectives, there are several factors to consider. First, you should determine whether you want to pursue a certificate, diploma, or degree in TESOL. Certificate courses are typically shorter and focus on the fundamentals of teaching English as a foreign language, while diploma and degree programs offer more in-depth study and may lead to better job prospects or higher salaries. Another important consideration is the accreditation of the TESOL course. Accreditation ensures that the program meets certain quality standards and is recognized by employers and educational institutions. Look for courses that are accredited by reputable organizations such as TESL Canada, CELTA, or Trinity College London. It is also essential to consider...  [Read more]

  The History of the Audio-Lingual Method Principles of the Audio-Lingual Method Techniques Used in the Audio-Lingual Method Advantages of the Audio-Lingual Method in ESL Teaching Challenges of Implementing the Audio-Lingual Method Integrating Technology with the Audio-Lingual Method Criticisms of the Audio-Lingual Method The Role of the Teacher in the Audio-Lingual Classroom Adapting the Audio-Lingual Method for Diverse Learners Future Prospects of the Audio-Lingual Method in ESL Teaching The Audio-Lingual Method, developed in the mid-20th century, was influenced by behaviorist psychology and the need for language teaching methods to reflect scientific principles. It gained popularity during the Cold War era, as the United States sought to improve foreign language proficiency for...  [Read more]

When choosing a TESOL course that aligns with your career and personal goals, there are several factors to consider. TESOL, which stands for Teaching English to Speakers of Other Languages, is a field that offers a wide range of opportunities for personal and professional development. Here are some key points to keep in mind when selecting a TESOL course that fits your needs: Firstly, consider your career goals. If you are looking to teach English abroad, you may want to choose a TESOL course that offers specific training in teaching English as a foreign language. Look for courses that provide practical teaching experience and focus on the skills needed to succeed in a classroom setting. Additionally, think about the level of certification you need for your desired career path. Some TESOL...  [Read more]

  Now an example of a straight arrow ESA lesson for our engage phase. What we're going to do is to show the students a video of animals and they are going to say what they like about those animals and try to create a list of some more. So, remember what we're trying to do here is to get the students talking and thinking in English. We're using a typical engage activity, which is to create a list and we try to make sure that all the students have been involved in some way in creating those lists. Moving on to the study phase, the first part is going to be the board work and the teacher is going to try to elicit from the students what each of those animals can and can't do. Typically, what the students will say is just single words, so "run," "jump," "fly," etc. What we would then...  [Read more]

  Also in the 1970s la señal came up with a new methodology called "Suggestopedia". As psychological theory was developing, one of the ideas that came up was something called ?the effective filter?. Basically, the effective filter is a barrier to learning. It's the reasons why we inhibit our learning of a particular language. There are two main elements to the effective filter, two sets of factors, if you like, those are known as internal and external factors. The external factors to learning, the reasons why we have barriers to learning, may be just simple things such as external noise. So, people talking to us while we're trying to learn and so on and so forth. Perhaps more important are these internal factors and the internal factors one of the main things here is our previous...  [Read more]

  Our next particular methodology is accredited to James Asher around 1965 and is called total physical response. Asher looked at the way in which we learn our native language and he saw that most children, before they even went to school, have picked up a very large percentage of both the grammar and the vocabulary that they would use in their native language before any type of formal schooling. So Asher started to have a look at ideas of how to use the whole of our brain in language learning in the way that we do when we're very young. It's accepted that within our brain there are two hemispheres, one is the left hemisphere the other is the right hemisphere, and one of the functions of the left hemisphere is language learning. One of the major functions of the right hemisphere is...  [Read more]

  And so on to the final phase of the ESA lesson, which is called the activate phase. What we have done so far, if you remember, is to engage the students, to get them talking and thinking in English, where possible we've elicited the teaching point from the students and covered any gaps in knowledge to make sure that the teaching point has been fully covered and then we've checked understanding of that teaching point by asking targeted and specific questions. Usually the types of activities that we've done for the study phase will involve using a single word in order to answer those questions correctly this, however, is not how language is actually used. When we use language, we always use it in some form of context. So the purpose of the activate activity is to put that teaching...  [Read more]

  The next example is going to be that of a boomerang lesson and remember the structure is like this. So, again, we're going to start with an engage phase and for our engage, the students are just going to have a discussion about jobs. What happens at interviews and so on and so forth. So, during that engage phase, what we'd hope to do is to elicit some useful language about jobs and interviews and the types of questions that are being asked. Then, we're going to move immediately into an activate activity and this is going to involve a role-play. So, we'll break the students into pairs. One will be an interviewer, the other will be an interviewee and they'll generate the language that that role-play will produce. What the teacher can do whilst that is taking place is to go around...  [Read more]

  "In terms of the things that are negative about it, we've already said that it doesn't develop speaking but perhaps the biggest negative point about this particular methodology is that it's very unnatural. Ok, so despite the criticisms of this particular method, and particularly the fact that is unnatural, this particular methodology was in use all the way through the 17th, 18th and 19th century and indeed it's still in use today. However, Gouin in the 1880s and Berlitz in the early 1900s decided that this particular methodology was so unnatural that they wanted to come up with something new. The method that they came up with, they called the direct method. You will also sometimes see it as the natural method. What these two people were saying is that if we wish to learn a...  [Read more]